The Process of Coming to Know

Abstract

This chapter continues to explore the holistic pedagogical approach of quality willed learning. Noticing is so obvious it barely needs mentioning. Noticing one’s noticing is consciously being conscious. Consciousness and noticing are givens that could now be given more attention. By definition, what is evident can be evidence. But what makes evidence evident? It is similar yet different from the question, What makes four, four? Our excessive desire for certainty moves us toward scientism where all phenomena, including Shakespeare’s works, are thought, by some, to be accurately explained. Might we learn better and more if we gave more attention to “not knowing” and uncertainty? We have all known of teachers who have connected with us as students, as we have all known of teachers who failed to do so. Rarely in schooling at any level, including teacher training, do we find stated course goals or classroom activities which facilitate “better connecting with students.” Almost universally accepted is the notion that excellent teachers make quality connections with students. These connections are made more from what the teacher is than from what the teacher says. This writing is partly about the process of making connections. Quality willed, learning moves toward eliminating the meta-problem behind the two major school and university problems. The authors first identified the problems that they are writing about as, first, teachers do not provide conditions so that students can be curious and the conditions to free students to learn what they find remarkable, interesting, and important. The second major problem that the authors talk about is that teachers are not hired on the basis of whether or not they have a high degree of curiosity themselves.

When does one become aware that he or she has found his or her “home” when she or he has never been away?

Anonymous.